Reading Comprehension Assessments by Allan Veliz

Reading Comprehension Assessments

Worksheets

Allan Abelino Veliz Qui単onez 20010780

Didactics I

INDEX Page 

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Reading Comprehension Assessment Level 1

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Tiffany’s family – Passage and questions

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Tiffany’s family – Questions

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Tiffany’s family – Answers and explanations

Reading Comprehension Assessment Level 2

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Spider Webs – Passage and questions

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Spider Webs – Questions

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Spider Webs – Answers and explanations

Reading Comprehension Assessment Level 1

6-7 8

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Robots – Passage and questions

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Robots – Questions

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Robots – Answers and explanations

10-12

Didactics I Passage and Questions

Reading Comprehension Assessment Level 1 Name__________________ Date___________________ Directions: Read the passage. Then answer the questions below.

"Tiffany’s Family" Tiffany has a large family. She lives with four people. Tiffany also has two pets. Tiffany’s mom is a doctor. Tiffany’s mom works at the hospital. Tiffany’s mom helps people who are sick. Tiffany’s dad works at home. Tiffany’s dad cooks for the family. Tiffany’s dad drives the kids to soccer practice. Tiffany has two brothers. James is ten years old. Scott is fourteen years old. Tiffany has two pets. Jinx is a small, black cat. Diego is a large, brown dog. Tiffany loves her family!

1) How many people are in Tiffany's family? A. four B. five C. six 2) Tiffany's mom works at the… A. restaurant B. mall C. hospital 3) This passage is mostly about Tiffany's A. family B. pets C. soccer team

Didactics I Questions

4) Which of the following is most likely true? A. Tiffany's mom coaches the soccer team. B. James is the best soccer player in the family. C. Jinx and Diego are part of Tiffany's family. 5) The oldest brother in Tiffany's family isâ&#x20AC;Ś A. James B. Scott C. Diego 6) How is your family the same as Tiffany's family? How is it different? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

7) Which person in Tiffany's family reminds you of someone in your family? How so? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

8) Would you like to have a smaller family? Would you like to have a larger family? Is your family the perfect size? Explain. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Didactics I Answers and Explanations

1) B Question Type: Inference At the beginning of the passage, the author writes, ―Tiffany has a large family. She lives with four people.‖ If Tiffany is a person, and she lives with four people, we can tell that there must be five people in Tiffany’s family. This means (B) is correct. The passage does not provide information to support choices (A) or (C). Therefore they are incorrect. 2) C Question Type: Detail In paragraph 2, the author writes, ―Tiffany’s mom works at the hospital.‖ This lets us know that Tiffany’s mom works at the hospital. Therefore (C) is correct. The passage does not provide information to support choices (A) or (B). This means they are incorrect. 3) A Question Type: Global At the beginning of the passage, the author writes, ―Tiffany has a large family.‖ After this, the author describes the people and pets in Tiffany’s family. Using this information, we can tell that this passage is mostly about Tiffany’s family. Therefore (A) is correct. The passage mentions Tiffany’s pets, Jinx and Diego. They are a part of Tiffany’s family. The author spends more time writing about Tiffany’s family in general. Using this information, we can tell that this passage is not mostly about Tiffany’s pets. This means (B) is incorrect. In paragraph 3, the author mentions that the kids go to soccer practice. This is only one detail in the passage. The author spends more time writing about Tiffany’s family in general. Using this information, we can tell that this passage is not mostly about Tiffany’s soccer team. Therefore (C)is incorrect. 4) C Question Type: Inference At the end of the passage, the author writes, ―Tiffany has two pets. Jinx is a small, black cat. Diego is a large, brown dog.‖ Right after this, the author writes, ―Tiffany loves her family!‖ Because the author mentions Tiffany loving her family right after Jinx and Diego are described, we can tell it is most like true that Jinx and Diego are part of Tiffany’s family. This means (C) is correct. The passage does not provide information to support choices (A) or (B). Therefore they are incorrect. 5) B Question Type: Detail In paragraph 4, the author writes, ―Tiffany has two brothers. James is ten years old. Scott is fourteen years old.‖ If James is ten and Scott is fourteen, we can tell that the oldest brother is Scott. This means (B) is correct. James is younger than Scott. Diego is a dog. Thus, the passage does not provide information to support choices (A) or (C), and they are incorrect.

Didactics I Passage and Questions

Reading Comprehension Assessment Level 2 Name__________________ Date___________________ Directions: Read the passage. Then answer the questions below.

"Spider Webs" All spiders spin webs. That's because webs help spiders. Webs help spiders do three things. Webs help spiders hold eggs. Webs help spiders hide. And webs help spiders catch food. Webs help spiders hold eggs. Many spiders like to lay their eggs in their webs. The webs help keep the eggs together. Webs help spiders keep their eggs safe. Webs help spiders hide. Most spiders are dark. They are brown, grey, or black. But spider webs are light. They are white and cloudy. When spiders hide in their webs, they are harder to see. Webs help spiders catch food. Spider webs are sticky. When a bug flies into the web, it gets stuck. It moves around. It tries to get out. But it can't. It is trapped! Spiders can tell that the bug is trapped. That's because spiders feel the web move. And the spider is hungry. The spider goes to get the bug. As you can see, webs help spiders hold eggs. Webs help spiders hide. And webs help spiders catch food. Without webs, spiders would not be able to live like they do. Spiders need their webs to survive! 1) This passage is mostly about A. spider colors B. spider webs C. spider eggs 2) Spider webs help spiders I. hold eggs II. catch food III. find water A. I only B. I and II only C. I, II, and III

Didactics I Questions

3) As used in paragraph 4, the word trapped most nearly meansâ&#x20AC;Ś A. stuck B. hidden C. eaten 4) How can spiders tell when something is trapped in their web? A. They hear it B. They smell it C. They feel it 5) As used in the last sentence of the passage, the word survive means to stayâ&#x20AC;Ś A. alive B. hidden C. caught 6) The passage lists three reasons why spiders spin webs. Of these reasons, which do you think is the most important? How come? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

7) Do you like spiders? Why or why not? Have you ever been scared by a spider? Have you ever been hurt by one? Have you ever helped one? Explain. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

8) Are spiders good? Do we need them in our world? Why or why not? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Didactics I Answers and Explanations

1) B Question Type: Global At the beginning of the passage, the author writes, ―All spiders spin webs‖ After this, the author explains how spiders use their webs. Paragraph 2 focuses on how spider webs hold eggs. Paragraph 3 focuses on how spider webs help spiders hide. Paragraph 4 focuses on how spider webs help spiders catch food. Spider webs are mentioned in every paragraph. Using this information, we can tell that this passage is mostly about spider webs. Therefore (B) is correct. The passage mentions spider colors in paragraph 3, but it focuses mostly on spider webs. A passage that is mostly about spider colors would mention the topic in more than one paragraph. This means (A) is incorrect. The passage mentions spider eggs in paragraph 2, but it focuses mostly on spider webs. A passage that is mostly about spider eggs would mention the topic in more than one paragraph. This means (C) is incorrect. 2) B Question Type: Global In paragraph 2, the author writes, ―Webs help spiders hold eggs.‖ This lets us know that spider webs help spiders hold eggs. This supports option (I). In paragraph 4, the author writes, ―Webs help spiders catch food.‖ This lets us know that spider webs help spiders catch food. This supports option (II). The author never mentions that spider webs help spiders find water. This means we can eliminate option (III). Therefore (B) is correct. 3) A Question Type: Vocabulary trapped (adjective): caught; unable to move or escape. In paragraph 4, the author writes, ―It is trapped! We can use context clues—hints from known words or phrases around the unknown word or phrase—to figure out what the word trapped most nearly means. Before this, the author writes, ―When a bug flies into the web, it gets stuck. It moves around. It tries to get out. But it can't.‖ From this, we can tell that something stuck cannot move around. Since this comes right before the author says, ―It is trapped!, we can tell that trapped means something like stuck. Using this information, we can tell that the word trapped most nearly means stuck. Therefore (A) is correct. Using the above information, we can tell that we are looking for the answer choice that means can’t move around or stuck. Hidden is not the same as not being able to move around. For instance, someone can hide and move around in the dark. This means (B) is incorrect. Using the above information, we can tell that we are looking for the answer choice that means can’t move around or stuck. Eaten is not the same as not being able to move around. The author mentions that a hungry spider goes to get the bug after it is trapped. This means the spider has not eaten it yet. This lets us know that the word trapped does not most nearly mean eaten. Therefore (C) is incorrect. 4) C Question Type: Detail In paragraph 4, the author writes, ―Spiders can tell that the bug is trapped. That's because spiders feel the web move.‖ Using this information, we can understand that spiders can tell when something is trapped in their web because they feel it. This means (C) is correct. The passage does not provide information to support choices (A) or (B). Therefore they are incorrect. 6

Didactics I Answers and Explanations

5) A Question Type: Vocabulary survive (verb): to keep living; to stay alive. In the last sentence, the author writes, ―Spiders need their webs to survive!‖ We can use context clues—hints from known words or phrases around the unknown word or phrase—to figure out what the word survive most nearly means. Before this sentence, the author describes how spider webs help spiders hold eggs, hide, and eat. All of these things are necessary for spiders to stay alive. Since the author says ―As you can see…‖ at the beginning of this paragraph, we can tell he or she is referring to the previous paragraphs. Using this information, we can tell that the word survive most nearly means to stay alive. Therefore (A) is correct. Using the above information, we can tell that survive means to stay alive. Staying hidden is not the same as staying alive. This lets us know that the word survive does not most nearly mean to stay hidden. This means (B) is incorrect. Using the above information, we can tell that survive means to stay alive. Staying caught is not the same as staying alive. This lets us know that the word survive does not most nearly mean to stay caught. Therefore (C) is incorrect.

Didactics I Passage and Questions

Reading Comprehension Assessment Level 3 Name__________________ Date___________________ Directions: Read the passage. Then answer the questions below.

"Robots" A robot is a machine. But it is not just any machine. It is a special kind of machine. It is a machine that moves. It follows instructions. The instructions come from a computer. Because it is a machine, it does not make mistakes. And it does not get tired. And it never complains. Unless you tell it to! Robots are all around us. Some robots are used to make things. For example, robots can help make cars. Some robots are used to explore dangerous places. For example, robots can help explore volcanoes. Some robots are used to clean things. These robots can help vacuum your house. Some robots can even recognize words. They can be used to help answer telephone calls. Some robots look like humans. But most robots do not. Most robots just look like machines. Long ago, people imagined robots. Over 2,000 years ago, a famous poet imagined robots. The poet’s name was Homer. His robots were made of gold. They cleaned things and they made things. But they were not real. They were imaginary. Nobody was able to make a real robot. The first real robot was made in 1961. It was called Unimate. It was used to help make cars. It looked like a giant arm. In the future, we will have even more robots. They will do things that we can’t do. Or they will do things that we don’t want to do. Or they will do things that are too dangerous for us. Robots will help us fight fires. They will help us fight wars. They will help us fight sickness. They will help us discover things. They will help make life better. 1) As used in paragraph 1, we can understand that something special is NOT A. normal B. expensive C. perfect D. tired

Didactics I Questions

2) According to the author, robots may be used to I. make cars II. explore volcanoes III. answer telephone calls A. I only B. I and II only C. II and III only D. I, II, and III

3) What is the main purpose of paragraph 2? A. to show how easy it is to make a robot B. to tell what a robot is C. to describe the things a robot can do D. to explain the difference between a robot and a machine 4) According to the passage, when was the first real robot made? A. 1961 B. 1900 C. 2003 D. 2000 years ago 5) Using the information in the passage as a guide, which of these gives the best use of a robot? A. to help make a sandwich B. to help tie shoes C. to help read a book D. to help explore Mars 6) Which of these statements correctly summarizes how the author of this passage feels about robots? A. Robots are old B. Robots are confusing C. Robots are helpful D. Robots are dangerous. 7) Near the end of the passage, the author says that "In the future, we will have even more robots." The author concludes by telling us that robots "will help make life better." What do you think about this? Do you think this is true? Will robots help make life better? Why or why not? Explain. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 9

Didactics I Answers and Explanations

1) A Question Type: Vocabulary Special (adjective): being a particular one; particular, individual, or certain. In order to answer this question correctly, we need to figure out what the word special means as it is used in paragraph 1. Then we need to say which word means the opposite of this meaning. To do this, we can start by using context clues—hints from known words or phrases around the unknown word or phrase—to help us figure out what the word special must mean, as it is used in paragraph 1. In paragraph 1, we read: ―It is a special kind of machine.‖ In the previous two sentences, we are told that a robot is ―a machine,‖ but that it is ―not just any machine.‖ From this, we can tell that a robot is a machine, but that it is not just any machine. Because it is not just any machine, we can tell that it is not like other machines, or that it is different from normal machines. From this, we can understand that, when the author says that a robot is ―a special kind of machine,‖ he or she must mean that it is not a normal or ordinary kind of machine. This lets us know that, as it is used in paragraph 1, the word special must mean ―different from normal.‖ We can now understand that the word special means the opposite of ―normal.‖ Something special is not normal. Therefore (A) is correct. Using the above information, we can tell that the word special, as it is used in paragraph 1, must mean ―different from normal.‖ This lets us know that the meaning of the word special does not have anything to do with whether or not it is expensive. We can now understand that the word special does not mean ―not expensive.‖ This eliminates (B). Using the above information, we can tell that the word special, as it is used in paragraph 1, must mean ―different from normal.‖ This lets us know that the meaning of the word special does not have anything to do with whether or not it is perfect, since something that is different from normal might or might not be perfect. We can now understand that the word special does not mean ―not perfect.‖ This eliminates (C). Using the above information, we can tell that the word special, as it is used in paragraph 1, must mean ―different from normal.‖ This lets us know that the meaning of the word special does not have anything to do with being tired. We can now understand that the word special does not mean ―not tired.‖ This eliminates (D). 2) D Question Type: Detail In paragraph 2, we read: ―robots can help make cars.‖ This lets us know that robots may be used to make cars. This supports option (I). In paragraph 2, we also read: ―robots can help explore volcanoes.‖ This lets us know that robots may be used explore volcanoes. This supports option (II). In paragraph 2, we again also read that robots ―can be used to help answer telephone calls.‖ This lets us know that robots may be used to answer telephone calls. This supports option (III). Therefore (D) is correct. 3) C Question Type: Detail In paragraph 2, we are told all about the things that robots can do. We are told that ―some robots are used to make things.‖ We are told that ―some robots are used to explore dangerous places.‖ We are told that ―some robots are used to clean things.‖ We are told that ―some robots can even recognize words,‖ and ―answer telephone calls.‖ We are also told about some examples of things that robots do. For example, we are told about robots that help build cars, that help explore volcanoes, and that vacuum houses. All of this lets us know about things that robots can do. From this we can understand that the main purpose of paragraph 2 must be to

Didactics I Answers and Explanations

describe the things a robot can do. Therefore (C) is correct. In paragraph 2, we are told all about the things that robots can do. We are not told anything about how to make a robot. From this we can understand that the main purpose of paragraph 2 cannot be to show how easy it is to make a robot. Therefore (A) is incorrect. Although this passage does tell us what a robot is, it does not tell this to us in paragraph 2. It tells us in paragraph 1, where we are told that a robot is a machine that can move and follow instructions from a computer. In paragraph 2, we are told all about the things that robots can do, but we are not told what a robot is. From this we can understand that the main purpose of paragraph 2 cannot be to tell what a robot is. Therefore (B) is incorrect. Although this passage does explain to us the difference between a robot and an ordinary machine, it does not do so in paragraph 2. It does this in paragraph 1, where we learn that a robot is a ―special machine,‖ and we are told that a robot is a special machine because it can move and follow instructions from a computer. In paragraph 2, we are told all about the things that robots can do, but we are not told how to tell the difference between a robot and a machine. From this we can understand that the main purpose of paragraph 2 cannot be to explain the difference between a robot and a machine. Therefore (D) is incorrect. 4) A Question Type: Detail In paragraph 3, we read: ―The first real robot was made in 1961.‖ This lets us know that, according to this passage, the first real robot was made in 1961. Therefore (A) is correct. The passage does not provide information to support choices (B) or (C). Therefore they are incorrect. Although the passage does tell us that a famous poet imagined robots over 2000 years ago, it also tells us that these robots ―were not real,‖ and that the ―first real robot was made in 1961.‖ This lets us know that the first real robot was not made 2000 years ago. Therefore (D) is incorrect. 5) D Question Type: Inference In paragraph 4, we read that, in the future, robots ―will do things that we can’t.‖ We also read that they ―will do things that we don’t want to do.‖ Again, we also read that they ―will do things that are too dangerous for us.‖ We are then given some examples of these things that robots will do. For example, they will help us fight fires, wars, and sickness. And they will help us discover things. All of this lets us know that the best uses for robots are for tasks that are very hard for humans to do, or very dangerous for humans to do, or that help us discover things we couldn’t discover otherwise. Going to explore Mars would be both very hard and very dangerous for humans to do, and would help us discover things we couldn’t discover otherwise. From this we can understand that helping to explore Mars is a best use of a robot. Therefore (D) is correct. Using the above information, we can tell that the best uses for robots are for tasks that are very hard for humans to do, or very dangerous for humans to do, or that help us discover things we couldn’t discover otherwise. Helping to make a sandwich is not something that would be very hard or dangerous for humans to do, and would not help us discover things we couldn’t discover otherwise. From this we can understand that helping to make a sandwich is not a best use of a robot. Therefore (A) is incorrect. Using the above information, we can tell that the best uses for robots are for tasks that are very hard for humans to do, or very dangerous for humans to do, or that help us discover things we couldn’t discover otherwise. Helping to tie shoes is not something that would be very hard or dangerous for

Didactics I Answers and Explanations

humans to do, and would not help us discover things we couldn’t discover otherwise. From this we can understand that helping to tie shoes is not a best use of a robot. Therefore (B) is incorrect. Using the above information, we can tell that the best uses for robots are for tasks that are very hard for humans to do, or very dangerous for humans to do, or that help us discover things we couldn’t discover otherwise. Helping to read a book is not something that would be very hard or dangerous for humans to do, and would not help us discover things we couldn’t discover otherwise. From this we can understand that helping to read a book is not a best use of a robot. Therefore (C) is incorrect. 6) C Question Type: Global In this passage, we learn many things about robots. We learn what a robot is, and that robots do not make mistakes or get tired. We learn that robots can help make things, explore dangerous places, clean things, and recognize words. We learn that the first robot was made to help build cars, and that before that imaginary robots were imagined as helping to clean and to make things. We learn that in the future robots will help us to do the things we cannot do or do not want to do, and that they will ―make life better.‖ All of this lets us know that the most important thing about robots, according to the author of this passage, is that they help. The author does not talk about any robots that do not help or that cause harm. All of the robots he or she talks about are helpful robots. From this we can understand that the author of this passage most likely feels that robots are helpful. Therefore (C) is correct. Although the author of this passage does tell us that people from long ago in history imagined robots, this does not mean that robots are old. In fact, we are told that nobody was able to make a real robot until 1961. Also, the author of this passage talks mostly about the robots of today or the robots of tomorrow. The only old robot that he or she talks about is the first real robot, the Unimate. From this we can understand that the author of this passage most likely does not feel that robots are old. This eliminates (A). The author of this passage does not say anything that might make us think that robots are confusing. From this we can understand that the author of this passage most likely does not feel that robots are confusing. This eliminates (B). Although the author of this passage does talk about dangerous things, he or she does not say that robots are dangerous. He or she says that robots can help to ―explore dangerous places‖ or ―do things that are too dangerous for us.‖ This lets us know that the author of this passage most likely does not feel that robots are dangerous. This eliminates (D).